This packet includes 15 Small Moment Writing Prompts, inspired by Bill Martin Jr.’s literature. You will receive Bill Martin Jr. book references, and 15 separate writing pages including the specific prompt for each book and detailed lesson plans. An illustration format and writing journal suggestions are also included. The Small Moment focus relates to Lucy Calkins’ work on personal narrative writing.
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Learning experiences are directly correlated with the Common Core State Standards:
CCSS 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
CCSS 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
CCSS 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
CCSS 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers.
CCSS 7. Participate in shared research and writing projects (e.g., explore a number of “how to” books on a given topic and use them to write a sequence of instructions).
CCSS 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Conventions of Standard English
CCSS 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Print all upper- and lowercase letters.
Use common, proper, and possessive nouns.
Use singular and plural nouns with matching verbs in basic sentences (e.g. He hops; We hop.)
Use personal, possessive, and indefinite pronouns (e.g, I, me, my, they, them, their; anyone, everything).
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home. Today I walk home; Tomorrow I will walk home).
Use frequently occurring adjectives.
Use frequently occurring conjunctions (e.g., and, but or, so, because).
Use determiners (articles, demonstratives).
Use frequently occurring prepositions (e.g., during, beyond, toward).
Produce and expand complete simple and compound declarative interrogative, imperative, and exclamatory sentences in response to prompts.
CCSS 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize dates and names of people.
Use end punctuation for sentences.
Use commas in dates and to separate single words in a series.
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
CCSS 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.